Resources
The article is a theological reflection on the vocation of university teaching that describes the heart of the matter of what faculty do in the classroom. The author draws on personal narrative, social-psychological analyses of how insight occurs and contexts for insights are constructed, and sociological accounts of shifts that have altered significantly the context of university teaching and learning at the cusp of the millennium to make her case. She argues that the vocation of university teaching involves creating spaces of gracious play that are potentially transformative for students and faculty. Creating such spaces, however, draws faculty into an asceticism that can be understood as a spiritual path. The article is a revision of the author's 1999 St. Elizabeth Seton Lecture at the College of Mount St. Joseph, Cincinnati, Ohio.
This guide will help teachers, individually and in groups, reflect on their teaching and renew their sense of vocation by exploring the inner landscape of their lives along Palmer's three dimensions--intellectual, emotional, and spiritual. The guide will raise questions, examine ideas and images, and suggest practices that emerge from the many insights in The Courage to Teach. (From the Publisher)
This primer on authentic education explores how mind and heart can work together in the learning process. Moving beyond the bankruptcy of our current model of education, Parker Palmer finds the soul of education through a lifelong cultivation of the wisdom each of us possesses and can share to benefit others. (From the Publisher)
Discusses how university presidents and provosts across America have been re-examining various aspects of the faculty reward system--from the obligations faculty are expected to perform, to the ways teaching and service are evaluated, to the bases for promotion and advancement. What set off this re-examination; Observations into changing expectations; Changes in how faculty are evaluated; Shifts in faculty incentives and rewards.
Focuses on the role of faculty members in the career of students. Anxieties expressed by deans and presidents of schools on how faculty members should be trained; How the popularity of religious studies reshaped the training of theological faculty; Capabilities of most theological faculty.
Discusses the importance of teacher's character in learning and teaching. Reasons for doubting the validity of widespread assertions of faculty members' malfeasance and neglect of their students; Three dimensions of teaching; Qualities that make for effective teaching; Initiative coming from the individual faculty members themselves and not from the administration.
Focuses on socializing future faculty to the values of undergraduate education. Values of hiring colleges and universities; Approaches to graduate preparation; Preparation of future faculty project; Initiatives and strategic benefits. INSET: More about support programs..